Repeating a Grade: Does It Help or
Hurt Kids?
By Jeanne Sather (http://encarta.msn.com/encnet/Departments/Elementary/?article=repeatgrade) |
A
California mother writes to me with a dilemma: Her five-year-old son is not
doing well in kindergarten, and she wonders whether or not she should have him
repeat the grade. "His teacher feels it could be a good idea," she writes, "but
I'm still not sure what to do."
This
mom may not know it, but she has wandered into the middle of one of the hottest
debates in education today.
We
are in the midst of a pendulum swing from the days when virtually every child
was passed to the next grade (social promotion, it's called) to an era in which
many more children are being retained, especially if they can't pass a skills
test. What's troublesome about this change is that there is plenty of evidence
that simply having children repeat a grade will not solve their problems--and
it may put them at higher risk of dropping out later.
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Already,
the pendulum is starting to swing back again in some school districts, such as
Olympia, Washington's, where the policy is not to hold a child back. "It has to
come from the parent," says kindergarten teacher Sally Bergquist. "If the
parent is against [holding the child back], the teacher won't recommend it."
The
upshot of all this is that parents should be forewarned that any advice they
receive on whether or not they should have their child repeat a grade could
well depend on where they live, and the vagaries of the local policies--and
politics.
Here's
a quick summary of the issues.
The
case against social promotion
"Social
promotion--the practice in which teachers and administrators appear to be
indifferent to a student's academic challenges and promote them anyway--has
been a disaster," says Douglas Reeves, Ph.D., the author of 20-Minute Learning
Connection: A Practical Guide for Parents Who Want to Help Their Children
Succeed in School.
"In
some school systems," Reeves adds, "a majority of ninth graders cannot read
high school level material."
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A
1997 report from the American Federation of Teachers said that if the United
States is to move to more rigorous academic standards, social promotion has to
go. Social promotion deludes students "into thinking they have learned the
knowledge and skills for success," when they may be barely literate, the study
says.
Why
repeating a grade may be even worse
Unfortunately,
repeating a grade may have even worse consequences for a student who is doing
poorly in school.
"Research
studies suggest overwhelmingly that retention in grade is an ineffective
strategy for children who are experiencing academic difficulty or demonstrating
'immature' behaviors," says Teresa Harris, an associate professor of early
childhood education at James Madison University in Harrisonburg, Virginia, and
the mother of seven children.
Reeves
cites research published last year in Education Week that says that a student
who repeats a grade in elementary school is much more likely to later drop out
of school.
Students
who are retained may do better at first but then fall behind again, possibly
because of learning difficulties that have not been identified. Students who
are held back are also more likely to dislike school, have low self-esteem, and
cause trouble in class.
One
study, conducted by the University of Georgia, found that students tended to
fall even further behind during their second year in the same grade.
Another
option
A
better solution to the either/or of social promotion v. retention is emerging,
however. Educators are coming to realize that there is a third way, one that
gives children the specific help they need to overcome the barriers to their
academic success.
It
is not a cookie-cutter approach, but one tailored to the individual child.
Harris says, "For children who are having academic difficulty in learning
school-related content, working with specialists in the areas of difficulty or
receiving differentiated instruction of content is more effective than
retention in grade."
Reeves
agrees, saying, "Targeted intervention is the best hope for students who are
failing academically."
He
elaborates: "If a student has a specific difficulty in reading, for example,
then repeating the 4th grade (in which the student might have received one hour
a day of reading instruction) is not the answer. Rather, the student needs an
intervention program in which he receives three to four hours each day of
reading instruction. This is more important than foutth grade social studies,
science, or any other activity.
"Moreover,
when students get this sort of intensive intervention, it not only helps them
achieve a reading level that is consistent with their grade level, but also
allows them to ultimately succeed in the other academic subjects, such as
science and social studies, that depend so much on reading skill."
Advice
for parents
So
what's a parent to do when a teacher suggests retention because of poor
academic skills, immaturity, limited English skills, or other problems?
Probably your first move is to ask the teacher to explain, in writing, what the
problem is and why retention might help.
Then,
explore the resources available at your child's school, such as a school
psychologist or special education teacher, and ask that person to weigh in.
Paula
R. Danzinger, an assistant professor of education and counseling at William
Paterson University in Wayne, New Jersey, says if a school suggests holding
your child back for reasons other than performance, such as maturity, you
should get outside help. "While the schools are set up to assess these types of
issues," she says, "they sometimes make mistakes and outside support is
necessary for the parent to make an informed decision."
Danzinger
is also a former elementary teacher, a licensed professional counselor, and a
mother. She adds that a parent should take the time to gather all the pertinent
facts and weigh the pros and cons. "Parents should not simply agree because the
school says so," she says. "My best advice is to get outside opinions before
making this type of decision."
Even
if your child's problem is identified as poor academic performance, it may be a
good time to look for a visual or hearing problem or have your child's learning
style evaluated. A child who gets extra help from a special education teacher
who understands his learning style may be able to progress to the next grade.
And
finally, support your child at home. This may mean reading with your child,
taking "field trips" together to museums and other places where your child can
get hands-on experience, and making sure your child has the tools she needs to
do well at school--everything from a quiet place to work to access to the
Internet.
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